encore: utilizing critical literacy strategies in … · 2019-12-14 · aian = american indian and...

ENCORE: UTILIZING CRITICAL

LITERACY STRATEGIES IN

MATHEMATICS INSTRUCTION

September 6, 2016

Great Lakes Equity Center

o One of ten federally funded,

regional EACs

o Federally funded - Title

IV,1964 Civil Rights Act

o Provide On-Demand

Technical Assistance

o Serve local and state

educational agencies

o Desegregation, race,

gender, national origin

OHIL

MI

WI

MN

IN

Copyright by Great Lakes Equity Center 2016 2

Great Lakes Equity Center Mission

o Ensure equity in student access to and participation in high quality, research-based education

o Expand states’ and school systems’ capacities to provide robust, effective opportunities to learn for ALL students

o Reduce disparities among and between groups in educational access, participation, and outcomes

o Serve as a resource for the Office for Civil Rights and Department of Justice


Today’s Agenda

Copyright by Great Lakes Equity Center 2016

WELCOME AND OVERVIEW

CONTEXT OF MATH TEACHING & LEARNING

WHAT IS CRITICAL MATH LITERACY?

APPROACHES TOWARD CRITICAL MATH LITERACY

4

Today’s Facilitation Team


Assistant Professor, Mathematics Education

Indiana University - Indianapolis

Craig Willey, PhD

Assistant Director of Continuous Improvement


Camille Warren, BS

Assistant Director of Technical Assistance


Tiffany Kyser, PhD

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Welcome to EquiLearn Webinars


This webinar is interactive -join the discussion live via the chat feature

To reduce noise distractions, participants’ microphones will

be disabled

A recording of this webinar and materials will be posted to greatlakesequity.org

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Centering Equity In Educator Effectiveness

Webinar Series…


Culturally Responsive and Sustaining

Classrooms

November 18, 2015

Utilizing Critical Literacy Strategies in

Mathematics Instruction

May 18, 2016

Encore: Utilizing Critical Literacy

Strategies in Mathematics Instruction

September 6, 2016

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Today’s Objectives


Identify characteristics of critical mathematic literacy instruction;

Explain at least two major implications of the current Standards movement on mathematics instruction;

Articulate the importance of supporting traditionally under-represented students in developing positive math identities; and

Describe (and enact) at least one instructional approach/strategy that promotes critical literacy skills in mathematics.

Participants in this webinar will…

8

Today’s Purpose…


This webinar is not about a "know how” or

“ten steps to…”, it is more of a "recalibration”

to cultivate mindsets or paradigms that

support critical consumption of pedagogical

practices and theories that perpetuate

inequities and erase the development of our

own critical literacy. As equity-oriented

educators, we must tend to our own critical

consciousness through vigilant self-reflection.

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Educational Equity


EQUITY

ACCESS

REPRESENTATIONMEANINGFUL

PARTICIPATION

POSITIVE OUTCOMES

(Fraser, 1998)

10


Context of Mathematics

Teaching and Learning

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WHAT DO YOU

THINK?

Use the poll feature below to

answer the following questions:

KNOW: What do you already

know about Critical Mathematics

Literacy?

QUESTIONS: What questions do

you have about Critical

Mathematics Literacy?

LEARN: What do you want to

learn about Critical Mathematics

Literacy?


Between 10-25% of US high schools offer only one of the core math and/or science courses (OCR, 2014a)

Only 50% of high schools in the CRDC sample offered Calculus (OCR, 2014a)

“Even less access for Black, [Latina/o], American Indian, and Alaska Native students...” (OCR, 2014a)

Students in districts that serve a greater proportion of non-white students are more likely to be taught by under qualified and inexperienced teachers (OCR, 2014b)

ACCESS


ACCESS AND REPRESENTATION


AIAN = American Indian and Alaskan Native; NHPI = Native Hawaiian or Pacific Islander

NOTE: Figure reflects data for 99% of CRDC high schools, including approximately 200,000 American Indian/Alaska Native

students, 743,000 Asian students, 75,000 Native Hawaiian/Other Pacific Islander students, 2.5 million black students, 3.3 million

Latino students, 340,000 students of two or more races, and 8.5 million white students.

SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.

47

%

81

%

57

% 67

%

68

%

70

%

71

%

AIAN Asian Black orAfrican

American

Hispanic orLatina/o

NHPI Two or More White

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US Students with Access to the Full Range of Math and

Science Courses, by Race/ Ethnicity (OCR, 2014a)

PARTICIPATION AND OUTCOMES


AIAN = American Indian and Alaskan Native; NHPI = Native Hawaiian or Pacific Islander

NOTE: Data reflects only those schools included in both the CRDC collection and the National Center for Education Statistics (NCES) Common

Core of Data Public School Universe Survey, approximately 98.5% of CRDC schools. Totals include 6.8 million students enrolled in grades 7 or 8,

1.4 million students enrolled in Algebra I in grades 7 or 8, and 1.1 million students passing Algebra I in grades 7 or 8.

SOURCE: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12; the NCES Common Core of Data, “Public

Elementary/Secondary School Universe Survey,” 2011–12.

1% 5

%

16

% 22

%

1% 2%

53

%

1%

8% 10

%

22

%

1% 3%

56

%

1%

8% 9%

20

%

1% 2%

60

%

AIAN Asian Black orAfrican

American

Hispanic orLatina/o

NHPI Two or More White

District Enrollment Enrolled in Algebra I Passing Algebra I

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Percent of US Students Enrolled, Taking Algebra I, and Passing Algebra I in Grades 7 and 8 by Race/ Ethnicity (OCR, 2014a)

What’s going on in schools that surrounds

teaching and learning of mathematics?


Standards, and New Standards

New Teachers’ Evaluations

More uniformity across grade levels

• Scope & sequence guides

• Unit pre- & post-tests

• Response to Intervention

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Finding Common Ground – What’s the

problem with mathematics instruction?


Often treated as an individual, cognitive activity; fixed body of knowledge

Presented from a White-dominant perspective (Cobb & Russell, 2015; Gutstein, 2003; Gutierrez, 2012)

Prevalent math ideologies and narrow notions of mathematical success serve to sort children and contribute to a sense of competence

Lack of focus on children’s thinking; preoccupation with how we might “confuse” learners

Many of us struggle to envision a math teaching and learning space that honors children’s experiences, intuition, and cultural ways of knowing –multiple mathematics knowledge bases (Turner et al., 2012)

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What is critical math literacy?

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Critical Math Literacy


Involves the 1) ability to ask basic [mathematical] questions in order to deepen one’s appreciation of particular [social] issues, and 2) the ability to present data to change people’s perceptions of those issues (Frankenstein, pp. 336-337, 1990)

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Aiming for a critical literacy in and through math knowledge

Dominant Literacies Critical Literacies


• Being able to read and do

mathematics

• Mathematical skills,

competencies, and

understandings that allow for the

‘doing’ of advanced mathematics,

results in successful testing

• Approaching knowledge critically,

seeing social events in the

interrelationship of their historical

and political contexts, and acting

in one’s own interest as a

conscious agent in and on the

world (Gutstein, 2003)

• Skills, competencies, and

understandings that allow for the

critique of and successful

intervention in issues of social

injustice (Terry, p. 78, 2010

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Critical Math Literacy Cont.

Critical Math Literacy: Key Constructs


Identity(Aguirre, Martin, &

Ingram-Mayfield, 2013)

Affinity (Gee, 2005)

Participation(Boaler & Staples, 2008)

Relevancy (Gutstein, 2006; Martin, 2010 )

Power (Gutierrez, 2007)

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YOUR MATH

IDENTITY

Using the chat feature…

Share ONE word or phrase to

describe your math identity

How was that identify formed?



Approaches Toward

Critical Math Literacy

23

Framework Toward Critical

Literacy In Mathematics Instruction


• Selection of texts, activities, and valued outcomes

• Discourse, structure, and connections

• Educator and student identities, agency etc.

• Reasons for how math is “done” and who does/not benefit

Mathematics History and

Contexts

Mathematics Identity

Critical Reflection on Mathematics Instruction

Critical Mathematics

Practice

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Mathematics History and

ContextMathematics Identities


What do I value as math

instruction; why?

Why is math important for

students to learn; whose

interests are being served?

What barriers are in place

that limit access to and

participation in rigorous

math instruction?

What is my math identity as

an educator; is it positive or

negative?

How do I nurture positive and

resist negative math identities

for my students?

Who do I consider to be “math

doers”, who do I not think of

as “math doers”; why?



(Aguirre & del Rosario Zavala, 2013)

Critical Reflection on

Mathematics Instruction

Critical Mathematics

Practices


To what extent does my math instruction include and sustain the perspectives and lived experiences of my students?

In what ways do I incorporate manipulatives and multiple representations of mathematics concepts in my instruction?

How do I encourage students to use math as a tool to disrupt issues of power and privilege in their communities?

Do I hold high expectations for every student in mathematics instruction?

How do my lessons enable every student to closely explore and analyze math concepts, procedures, and reasoning strategies?

How does my mathematics instruction make student thinking visible and deep?



(Aguirre & del Rosario Zavala, 2013)

Critical Math Literacy Vignette

Curry Green


Mr. Thompson Ms. Davis

(Aguirre, Martin, & Ingram-Mayfield, 2013)

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Coordinate Graph


(Aguirre, Martin, & Ingram-Mayfield, pp. 61, 2013)

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Ms. Davis’ Stations



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Station One: Multiplication Arrays



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Closing Thoughts


ONLINE TOOLS AND RESOURCES


ONLINE EQUITY LIBRARY

EQUITY PUBS

EQUITY TOOLS

32


PLEASE PROVIDE YOUR FEEDBACK

Post-Session Questionnaire


[email protected]

greatlakesequity.org

317-278-3493

THANK YOU FOR YOUR

PARTICIPATION!!

34

https://www.surveymonkey.com/r/sept_equilearn

mailto:[email protected]

REFERENCES


Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics.

Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. The Teachers College Record, 110(3), 608-645.

Cobb, F., & Russell, N. M. (2015). Meritocracy or complexity: problematizing racial disparities in mathematics assessment within the context of curricular structures, practices, and discourse. Journal of Education Policy, 30(5), 631-649.

Frankenstein, M. (1990). Incorporating Race, Gender, and Class Issues into a Critical Mathematica Literacy Curriculum. The Journal of Negro Education, 59(3), 336-347.

Fraser, N. (1998). Social justice in the age of identity politics: Redistribution, recognition, participation (No. FS I 98-108). WZB discussion paper.

Freire, P. (2000). Pedagogia da indignação cartas pedagógicas e outros escritos.

Gee, J. P. (2005). Semiotic social spaces and affinity spaces. Beyond communities of practice language power and social context, 214-232.

Gutiérrez, R. (2007). Context matters: Equity, success, and the future of mathematics education. In Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1-18). Stateline (Lake Tahoe), NV: University of Nevada, Reno.

Gutiérrez, R. (2012). Embracing Nepantla: rethinking" Knowledge" and its use in mathematics teaching. Journal of Research in Mathematics Education,1(1), 29-56.

Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 37-73.

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REFERENCES CONT…


Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis.

Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. Research and multicultural education: From the margins to the mainstream, 106-121.

Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry, R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261-270.

Macedo, D. (1994). Literacies of power: What Americans are not allowed to know. Boulder, CO: Westview.

Martin, D. B. (Ed.). (2010). Mathematics teaching, learning, and liberation in the lives of Black children. Routledge.

Moll, L. C. (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge University Press.

Morrell, E. (2008). Critical literacies and urban youth: Pedagogies of access, dissent and liberation. New York: Routledge.

Office for Civil Rights (2014a, March). Civil Rights Data Collection Data Snapshot: College and Career Readiness. Office for Civil Rights, US Department of Education, Washington, DC. Retrieved from: http://ocrdata.ed.gov/Downloads/CRDC-College-and-Career-Readiness-Snapshot.pdf

Office for Civil Rights (2014b, March). Civil Rights Data Collection Data Snapshot: Teacher Equity. Office for Civil Rights, US Department of Education, Washington, DC. Retrieved from: http://ocrdata.ed.gov/Downloads/CRDC-Teacher-Equity-Snapshot.pdf

Terry, C. L. (2010). Prisons, pipelines, and the president: Developing critical math literacy through participatory action research. Journal of African American Males in Education, 1(2), 73-104.

Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67-82.

Wedekind, K. O. (2011). Math exchanges: Guiding young mathematicians in small-group meetings. Stenhouse Publishers.

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encore: utilizing critical literacy strategies in … · 2019-12-14 · aian = american indian and...

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